Leeuwarden - VT - Year 1 - Lecture 6

1 / 28
Slide 1: Slide
CEFR + Music in ClassroomHBOStudiejaar 1

This lesson contains 28 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 120 min

Items in this lesson

Slide 1 - Slide

What was the funniest thing one of your pupils ever said in class?

Slide 2 - Open question

Year 1 - lecture 6
  •  You teach communicative English language activities/lessons at your work placement school under supervision of experienced teachers.
  •  You describe the position of English in Dutch primary education 
  •  You provide practical examples of a large range of relevant teaching methods for teaching English to young and older children.
  •  Furthermore, you prove that your command of the English language (listening, speaking, reading and writing) is of satisfactory level (at least CEFR level B1) to teach elementary activities/lessons. 

Slide 3 - Slide

Quick refresher: what is CLT again?

Slide 4 - Open question

After today's lecture:
- You can distinguish the different levels of CEFR and use this accordingly in your class when designing a language objective for your lesson 
- You know how songs can be used when designing a language objective for your lesson

Slide 5 - Slide

And what about CEFR?

Slide 6 - Open question

The highest level of language proficiency according to CEFR is:

Slide 7 - Quiz

The levels of English in group 8 are usually
All of the above

Slide 8 - Quiz

What is A1, A2, B1?

Slide 9 - Slide

A1 = breakthrough
The learner can interact in a simple way:
  • ask and answer simple questions about themselves
  • where they live, people they know, things they have
  • initiate and respond to simple statements in areas of immediate need or on very familiar topics

Slide 10 - Slide

A2 = preliminary
Skills related to social functions: 
  • use simple everyday polite forms of greeting 
  • ask how they are and react to news 
  • handle very short social exchanges
  • ask and answer questions about what they do in free time; 

Slide 11 - Slide

B1 = intermediate
  • Can understand the main points regarding familiar matters: in work, school, leisure, while travelling etc. 
  • Can produce simple connected text on topics which are familiar or of personal interest. 
  • Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Slide 12 - Slide

Pre-A1  = ?
A1 = communicate about things that are familiar to them, in everyday situations, speak slowly and clearly. 
Pre-A1 = speech be supported by body language and visuals, and the language ideally be directly addressed to him/her. 
Pre-A1 learners = can cope with a word or two at a time
A1 learners = can communicate using (very) simple sentences.

Slide 13 - Slide

Activity 1:
- Team up with 1 or 2 fellow students
- Read page 9-15 of the "Language Biography"
- what skills are appropriate to your lesson?

Slide 14 - Slide

Activity 2:
- Read page 23-29 of the Languages Portfolio
(NB Grade 1 = group 3, grade 2 = group 4 etc.)
- Look up the group/grade you teach
- Look up the skill you teach in your class (Listening, Speaking, etc.)
- What level of skill the average student in your class and why?
- Does this fit the level of your lesson?

Slide 15 - Slide

Assignment: Music in the Classroom
  • Choose a suitable song for the group you teach. 
  • Bring the song into the lecture and present it to your fellow students. 
  • Introduce the vocabulary of the song and activate the listeners during the song. 
  • Give and receive feedback. 
  • Collect songs you would like to use in class yourself.

Slide 16 - Slide

What are the benefits of using music in your English class?

Slide 17 - Open question

How songs help English language learners?
- Use of authentic/natural language 
- Exposure to great variety of new vocabulary
- Grammar and cultural aspects can be introduced through songs
- Songs can be selected according to level, needs  and interest of students

Slide 18 - Slide

Use of Songs in ESL Primary classroom
Songs can be effectively used to develop the four language skills, improve pronunciation, build vocabulary, and enhance grammar knowledge. How?
- lyrics gaps (listening) https://www.lyricsgaps.com/en
- singing song (speaking, pronunciation)
- Discussing lyrics etc.
- Activities etc. 

Slide 19 - Slide

Example for group 5-8
- Pick song plus activity
- Show class YouTube of song + activity
- Introduce lyrics to class & teach class song
- introduce and teach cup-movement
- have class perform song & cup-movement

Slide 20 - Slide

Slide 21 - Video

Lyrics: I'll think of you
I'll think of you, as I go
'Cause when I leave, you're not alone
And no matter where we are
We will never be that far
And I will think of you as I go

Slide 22 - Slide

Clap Clap
Tap tap tap
Move - over

Slide 23 - Slide

What are/could be the language objectives of this song?

Slide 24 - Open question

Language objectives
- Contractions ( I will = I'll, Because = 'Cause)
- Verbs: to think, to go, to leave, to be
- Pronouns: I, you, we

(How) Does this fit CEFR?

Slide 25 - Slide

Next class:
- Bring your Music assignment to class and present to fellow students. 
- Information gap activity

Slide 26 - Slide

Taaldossier so far: 
Hand in at the end of the school year
  • Screen shot language test  
  • Essay on your views on teaching English + feedback 
  • Elevator pitch ‘fun English activity’ + feedback + reflection 
  • Essay on communicative language teaching 
  • Two songs and two information gap activities + why you chose them + how you would use them in class + feedback.

Slide 27 - Slide

Any questions?

Slide 28 - Slide